| Course Type | Elective Course |
|---|
| Course Level | Bachelor's Degree |
|---|
| Year of Study | - |
|---|
| Semester | - |
|---|
| ECTS | 4 |
|---|
| Name of Lecturer(s) |
- |
| Learning Outcomes |
At the end of this course, the students;
- Explain the general characteristics of students with mathematics learning difficulties (dyscalculia).
- Explain the difference between the concepts of developmental and acquired dyscalculia.
- Explain special teaching methods and strategies for basic mathematical concepts for students with dyscalculia.
- Explain the affective characteristics of dyscalculic individuals.
- Investigate the diagnostic tools to be used in determining dyscalculia.
- Recognise the importance of teachers' awareness of dyscalculia.
|
| Mode of Delivery | Face to face |
|---|
| Prerequisites | No |
|---|
| Recommended Optional Programme Components | No |
|---|
| Course Description | Students taking this course are expected to have knowledge about the definition, characteristics and types of learning disabilities and to develop their knowledge about mathematics learning disabilities (dyscalculia). In this course, the causes, prevalence and incidence of dyscalculia; diagnostic methods and affective, social and academic characteristics of dyscalculic individuals; selection and design of educational activities, contents of individualized education and curricula, use of concrete materials and technology in educational activities, examination of teachers' awareness of dyscalculia, preparation of content to support mathematics skills of dyscalculic individuals. |
|---|
| Course Contents |
| WEEK |
TOPICS |
|
1st Week |
What is mathematics learning disability (dyscalculia)? |
|
2nd Week |
Review of the history of developmental dyscalculia |
|
3rd Week |
Investigation of acquired dyscalculia |
|
4th Week |
Relationship between number sense and dyscalculia |
|
5th Week |
Homogeneous and heterogeneous characteristics of dyscalculic individuals |
|
6th Week |
Mathematics anxiety in dyscalculic individuals |
|
7th Week |
Diagnosis of dyscalculia |
|
8th Week |
Midterm |
|
9th Week |
Teachers' awareness of dyscalculia |
|
10th Week |
Special teaching methods and strategies for dyscalculic individuals |
|
11th Week |
Special teaching methods and strategies for dyscalculic individuals |
|
12th Week |
Use of technology in dyscalculia |
|
13th Week |
Affective characteristics of dyscalculic individuals |
|
14th Week |
Affective characteristics of dyscalculic individuals |
|
15th Week |
End of term evaluation |
|
| Recommended or Required Reading | Mutlu, Y. Olkun, S., Akgün, L., & Sarı, M. H. (Editörler) (2020). Diskalkuli: matematik öğrenme güçlüğü. Tanımı, Özellikleri, yaygınlığı, nedenleri ve tanılanması. Pegem Akademi: Ankara.
Mutlu, Y. Olkun, S. (2021) (çeviri edi.). Diskalkuli olan öğrencilerin tanılanması, değerlendirilmesi ve desteklenmesi. Vizetek Yayınları. |
|---|
| Planned Learning Activities and Teaching Methods |
- Lecture
- Discussion
- Questions/Answers
- Case Study
- Project
|
|---|
| Assessment Methods and Criteria |
|
Quantity |
Percentage (%) |
| Mid-term |
1 |
20 |
| Assignment |
1 |
20 |
| Project |
1 |
20 |
| Total(%) |
|
60 |
| Contribution of In-term Studies to Overall Grade(%) |
|
60 |
| Contribution of Final Examination to Overall Grade(%) |
|
40 |
| Total(%) |
|
100 |
|
| ECTS Allocated Based on Student Workload |
| Activities |
Quantity |
Duration (Hour) |
Total Workload (Hour) |
| Midterm exam |
1 |
1 |
1 |
| Preparation for Quiz |
|
|
|
| Individual or group work |
13 |
2 |
26 |
| Preparation for Final exam |
1 |
15 |
15 |
| Course hours |
13 |
3 |
39 |
| Preparation for Midterm exam |
1 |
10 |
10 |
| Laboratory (including preparation) |
|
|
|
| Final exam |
1 |
1 |
1 |
| Homework |
1 |
10 |
10 |
| Project |
1 |
18 |
18 |
| Total Work Load | 120 |
| Total Work Load / 30 (h) | 4 |
| ECTS Credit of the Course | 4 |
|
| Language of Instruction | Turkish |
|---|
| Work Placement(s) | No |
|---|
